PLC UNIT DESIGN
TRAINING
Today’s Objectives
By the end of the session…
• You will have built shared knowledge of the role of PLCs
in standards based unit design.
• You will have a strong start on the step one: planning
and preparing for your second unit of study.
• You will be able to determine next steps including
specific agenda items for your team.
The Data Team/PLC Cycle …
… is an ongoing process in which
educators (teachers and administrators) work
collaboratively in recurring cycles of
collective inquiry and action research to support
the learning of each and every student.
Essential Questions
There are five essential questions each team should
ask during this cycle:
• What do we want each student to learn and be able to do?
• How will we effectively teach the skills/concepts for this
learning to occur?
• How will we know if each student is learning?
• How will we respond when a student is experiencing difficulty
learning?
• How will we respond if the student already knows it?
Meet your trainers!
Mickey Garrison, Educational Excellence
Missi Thurman, Centennial School District
Amy McQueen, David Douglas School District
Agenda
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Opening/Intros
Review PLC/Data team process
Curriculum Mapping
Deconstructing Standards
Guided practice
Lunch
Supported Workshop Time
Reflection and Next steps
PLC/DATA TEAM PROCESS
Morning Quiz:
What are the steps to the data team process from start to end?
Why NORMS?
“The establishment and adherence to team norms helps
build team discipline, trust between team members, and
supports a safe environment…”
Basic Norms often include:
Time agreements, Roles, Agenda Use, Methods for decision making,
Commitment/Accountability statements
-
Higher Performing Teams often include:
-Avoidance of negative talk/put downs, time set aside for celebrating
success, no rank/all peers (over time), have fun, regular quality reviews.
Try to move past basic professionalism…
Those should already by a given!
Step 1: Plan and Prepare Instruction
• Identify priority standards
• Deconstruct the standards:
• What is the standard asking students…
• To know
• Understand
• Be able to do
Rick Stiggins
“To assess student achievement accurately,
teachers and administrators must understand the
achievement targets their students are to master.
They cannot assess (let alone teach) achievement
that has not been defined.”
Step 1: Plan and Prepare Instruction
• Determine what proficiency looks like for the standards
• Create a common assessment that assesses the standards
at the appropriate DOK and Blooms Level
• Create a scoring rubric that defines EACH levels
proficiency
• Calibrate scoring
• Administer the assessment
• Begin Draft of Unit Plan
Step 2: Organize and Chart Data
• Score the assessment based on the rubric
• Chart data into the following categories:
•
•
•
•
Exceeding
Meeting
Approaching
Far to Go
• Bring charted data to the next
meeting
Step 3: Analyze and Prioritize Needs
Review the results
• Determine strengths and errors/misconceptions for
each group of students.
• Look for patterns:
• Identify common errors/misconceptions.
• Determine if there are specific groups of students
performing at a particular level.
• Determine if there is evidence to indicate an issue
with the assessment.
Step 3: Analyze and Prioritize Needs
• Determine the priority need for each group and
be intentional about how skills are sequenced
Step 4: Select Common
Instructional Strategies
•
•
•
•
Select research- or evidence-based strategies.
Agree upon which instructional strategies to teach.
Agree upon the best sequencing of selected strategies.
Determine when and how strategies
What What
does it does it
will be taught.
look like? sound like?
• Ensure that the instructional strategy
selected directly addresses the
prioritized need from Step 3.
Step 5: Results Indicators
• Address:
• What will I (teacher) do?
• What will students do?
• What will I see in their work if the strategy
is working?
• Make the procedure explicit so it is
replicable, to achieve the best results
Step 6: Create a Theory of Action
If we ____________ then __% of our
(Step 4)
(Step 2)
students will be able to ________.
(Step 5c)
If we use gradual release with our notetaking tool then 76% of our students in the
“FTG” and “Approaching” groups will be
able to write a summary of a nonfiction text.
Step 7: Reflect, Monitor &
Evaluate the Process
• After each meeting, reflect on the process.
• Determine which steps went well and identify
areas where additional training or support are
needed.
• Reflect on the growth made in each classroom.
• Discuss differences in instruction.
• Discuss how your reflection will
impact your instruction.
8 Minute 58 Second Break
http://www.online-stopwatch.com/candle-timer/full-screen/
DIGGING IN WITH STEP 1:
PLAN AND PREPARE BY
CURRICULUM MAPPING
The Role of PLCs…
Standards Based Unit Design

Curriculum Mapping:
 Deconstructed
Standards
 Enduring Understanding
 Essential Questions
 Content
 Vocabulary
 Student Friendly Learning Targets
 Assessments
 Instructional Strategies
Roadmaps to Learning…
Common Core
State
Standards
Identify
desired results.
(Targets)
Determine
acceptable
evidence.
(Assessment)
Plan learning
experiences
and instruction.
(Strategies and
Lessons)
GUIDED PRACTICE:
DECONSTRUCTING
STANDARDS
As you deconstruct standards, remember
If… Then…




If
If
If
If
a standard is knowledge…
a standard is reasoning then…
a standard is a skill then…
a standard is a product then…
K=
K targets
R=
K+R
targets
S=
K+R+S
Targets
P=
K + R +S*+P
targets
(*Not always S)
What does it look like to deconstruct a standard?
Standard: Anchor Standard Grade 2 (informational):
Identify the main topic of a multi-paragraph text, as
well as the focus of specific paragraphs within the
text.
Step 1: Type of Target?
Reasoning
Step 2: Nouns?
main topic, multi-paragraph text, paragraphs.
Step 3: Verbs?
Identify
Step 4: Knowledge? What must students know?
- Informational text (both literary nonfiction and
expository/technical texts)
- Main topic
- Difference between the main topic and key details
- Focus of specific paragraphs
- Authors of informational text(s) include key details
in
order to help readers make meaning of the text.
- Good readers use key details in an informational text to
identify the main topic.
- Informational texts can have multiple paragraphs that work
together to inform readers about a topic
Step 5: Reasoning? How are students using
knowledge to make a decision?
- Identify the main topic of a multi-paragraph
informational text
- Identify the focus of specific paragraphs within the text
- Identify the focus of specific paragraphs within an
informational text
- Describe the relationship between main topic and
focus of specific paragraphs
Step 6: Write targets in student friendly language.
Good News!

The CIA website has given you a great
jumpstart on this labor intensive work!
https://salkeiz-cia.orvsd.org
Use the available resources as a
good base to start the process
as a team
 Focus for today: 2nd unit of study

Resource Reminders
How
many
minutes
until…
Your Turn to Practice!




Start by writing down one FULL priority standard from
Unit 2.
Complete steps 1-6 including writing the actual student
friendly learning targets.
Add vocab/content as you notice them coming up
What do you notice? How is this different than your
normal process. Be specific.
One simple question…
Does it all add up?
CONTINUING ACROSS THE
CURRICULUM MAPPING
Roadmaps to Learning…
Common Core
State
Standards
Identify
desired results.
(Targets)
Determine
acceptable
evidence.
(Assessment)
Plan learning
experiences
and instruction.
(Strategies and
Lessons)
Lunch
Dear Facilitator…
Burning Questions?
Concerns?
Confusion?
What are you
still
wondering
about?
Supported Work Time: Unit Design




Work left to right
Add another priority standards or two from Unit 2.
Record them exactly how it is written in CCSS
Repeat the deconstructing and mapping process
considering how you weave the standards together in
instruction.
Then consider strategy, tools, resources and assessments
you may already have that can accomplish the LTs
Work Time Reminders:
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
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
Work left to right
Then, review/read right to left occasionally to ensure
you are still staying aligned with the standard
Don’t forget the wealth of resources available to you!
When you are ready, begin creating a pre-assessment
for the unit. Remember you are trying to find out what
they DO know in addition to what their needs may be.
Next steps…
Record Next Steps
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

Please take a few minutes to reflect on your work
today.
Write yourself a note:
 What
do you personally want to remember?
 What
do you want to be sure to discuss with your team?
 What
questions do you need to seek answers to?
Finally, think/write what will need to be on your
upcoming agenda/s to ensure the work continues and is
ready for the unit.
Be ready to share out!
Today’s Objectives
Looking back…
• You will have built shared knowledge of the role of PLCs
in standards based unit design.
• You will have a strong start on the step one: planning
and preparing for your second unit of study.
•You will be able to determine next steps including
specific agenda items for your team.
+, 
• Complete a plus, delta at your table:
• + What worked to support your learning and doing
today?
•  What could we do to improve in the future?
Thank you slide
2:45 – 3:30
Mira and Sandy